Barton, Jennifer D.2020-05-062020-05-062020-05-06http://hdl.handle.net/11603/18491The purpose of this study was to examine the impact of explicit guided reading instruction during small group instruction on fifth-grade students’ reading comprehension. The measurement tool used was Fountas and Pinnell’s (2017) Benchmark Assessment System and the treatment utilized Richardson’s (2016) The Next Step Forward in Guided Reading. A one-group pre/post design was used to determine the impact of four weeks of explicit guided reading instruction in small group on instructional reading levels. Pre-to-post gains were statistically and practically significant in the areas of instructional reading level and reading comprehension.42 pagesen-USThis work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.Education -- Research papers (Graduate).Text